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Course Criteria
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3.00 Credits
effects of interventions on participant responding. Unlike group designed research, single subject studies compare participant
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3.00 Credits
response within and across baseline and intervention conditions using repeated measures over time. The course emphasizes
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3.00 Credits
the evaluation of quality, published single subject research and the design of single subject studies. Candidates will document
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3.00 Credits
at least 30 hours of field experience in which they apply skills learned in SPED 6204.
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3.00 Credits
SPED 7024 is an advanced course in grant and technical writing for future education specialists which includes: (a) analysis of the components of educational grants, (b) systematic instruction and practice in grant writing, (c) analysis and examples of successful grants, (d) grant writing methodologies, strategies, and techniques, (e) in-depth analysis and practice in the research process, (f) detailed instruction in APA-format and dissemination of research results, and (g) completion of a grantwriting project.
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3.00 Credits
This course is designed as part of the exit requirements in the Educational Specialist in Special Education program. In this course a graduate research project will be produced. It incorporates a competency-based research-to-practice project using data-based strategies and interventions in a special applied setting. 20 hours of field experience is required. Must be completed in the student’s final semester.
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3.00 Credits
SPED 7026 includes readings, lecture, discussion, and assignments designed to familiarize candidates with a wide variety of issues related to providing services for students with autism. The course provides experienced teachers an introduction to theory and practice working with individuals with autism. The first half of SPED 7026 is designed to give candidates a historical perspective on the development of the field of autism theory and intervention. The second half of the course uses knowledge about autism theory to study multiple intervention approaches for teaching children with autism. Candidates will assess needs, choose appropriate strategies, implement strategies, and objectively evaluate results for individual students with autism in authentic settings.
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3.00 Credits
A course for educators and administrators who work with students with disabilities which includes an overview of transition history and development in the field of special education, discussion of research and best practice in transition policy, interagency collaboration and community-based instruction, methods for improving transition outcomes for students with disabilities ranging from mild to severe, and current issues in transition policy and legislation in special education.
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3.00 Credits
SPED 7028 is an advanced course in the assessment and direct instruction of students with learning difficulties. This course is designed for future education specialists and emphasizes: (a) the components of direct instruction, (b) systematic analysis of direct instruction techniques in language, reading, writing, math, & behavior, (c) assessment of student response, (d) direct instruction methodologies, strategies, and techniques and troubleshooting, (e) formal & informal assessment, (f) linking information gathering to classroom decision making, and (g) adapting instruction to improve outcomes.
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3.00 Credits
This course is designed for the in-service teacher who is at the post masters’ level; it provides an in-depth study of the cross-categorical model of service delivery for students with emotional/behavioral disorders, mild intellectual disabilities, and learning disabilities. Emphasis is on the similarities and differences of the three categories in historical treatment, definition, characteristics, incidence, prevalence etiology, and implications for teaching. Current issues and trends in special education will be studied.
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